PRIMARY PURPOSE: The interventionist will assist the campus principal and subject/grade level teachers in providing tiered intervention strategies for identified students who are not demonstrating academic success in reading and/or mathematics. Identified students will be expected to meet specified grade level/content proficiency standards for that student as measured by selected assessments. Qualifications: Texas highly qualified certified teacher who has expertise in formative assessment, instructional delivery, intervention, and effective teaching strategies and skills development Teachers who have additional training in reading, math and differentiating instructional strategies Selected teachers may be required to attend additional training in English as a Second Language, dyslexia, reading, and/or mathematics based on specific job assignment. Minimum Education/Certification: Valid Teaching Certificate Selected Certifications as Position Requires (i.e. ESL, Dyslexia, Master Math Academy, or Master Reading Academy) Two years teaching experience. Special Knowledge/Skills: Knowledge of curriculum and instruction Specialty knowledge of reading and math content areas and learner strategies. Ability to disaggregate data and develop strategies for the difficult and reluctant learners. Strong communication, organizational, and interpersonal skills Working knowledge of computers and educational software Ability to work with teachers and develop individual educational plans for students. Experience using assessment results to shape instruction. MAJOR RESPONSIBILITIES AND DUTIES: INSTRUCTION: • Works with identified students to bring them to individually specified proficiency levels. • Develops specific strategies to assist identified students in achieving content/grade level proficiency levels. • Participates in SAT meetings on identified students. • Assists in developing necessary measures for students being identified for special education services.

• Attends school site professional development. The meetings may include: grade level meetings, district-wide professional development days, faculty meetings focused on instructional/pedagogical issues, professional development planning meetings. • Serves as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all students, including English language learners, students enrolled in Special Education Programs, students in special reading, and students with unique/diverse learning needs. • Facilitates baseline and outcome assessment administration. • Prepares individual and small group instruction for identified students. • Utilizes research-based instructional strategies • Works collaboratively with classroom teachers and other interventionists to develop the right learning pathways for students. • Contacts parents and develops a system of communication so that parents are an integral part of intervention strategies for student success. • Reports regularly on student progress to the campus supervisor • Provides data driven instructional assistance with identified students both individually and within small group setting. • Gives support in continual assessment development, management and analysis in order to provide targeted assistance for identified students. • Uses appropriate manipulatives/technology in content instruction. • Keeps careful student records to document ongoing student progress and to ensure progress monitoring has occurred. • Uses appropriate pacing to ensure that the speed of instruction to maximize learning and to maintain student engagement. Professional Development to Improve Instruction: • Participates in book studies. • Participates in self-evaluative and self-reflective activities as directed and scheduled by the supervisor. • Attends meetings/trainings to increase knowledge of curriculum components and implementation. • Participates in collaborative grade level meetings to help analyze and utilize assessment data to improve student achievement. • Attends grade level/content area teams to set goals for improved instruction. • Attends position required training and updates as directed by the supervisor. • Works with teachers and principals in using data to identify students for intervention instruction. • Performs other curriculum and instructional duties as assigned. Support to the Campus Staff Responsibilities: • Provides updates to ensure that all are knowledgeable about student achievement progress, program components, TEKS and diagnostic/progress monitoring tools used for specified students • Meets regularly with campus staff to discuss areas of strength and areas of need on campus and strategize effective ways to meet these needs. • Works with grade level/content area teachers to ensure that learning gaps do not occur when an identified student is out of the regular classroom setting. • Facilitates the use of technology in the teaching-learning process. • Implements policy established by federal and state law, SBOE rule and local board policy related to curriculum and instruction. • Compiles, maintains, and files all reports, records and documents as required. WORKING CONDITIONS: Mental Demands: Ability to communicate effectively (verbal and written); interpret policy procedures and data;

coordinate campus instructional functions; and maintain emotional control under stress. Physical Demands: Prolonged and irregular hours including travel to conferences and staff development outside the district. Ability to carry and move up to 30 pounds.

Title 1 Interventionist